Peer relations in childhood.

By D. Hay, Alexandra J. Payne, A. Chadwick. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2004

656 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/00544c81ec0cfbc7570f6b2fde4221422de9867e

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Citations in the corpus

An Index of Child Well-being in the European Union (2007, background): “Against this background are children’s relationships with their peers, as well as their wider social networks, crucial for their psychosocial development (Hay et al., 2004).”
Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “Early childhood is an important period for the development of prosocial behavior (Hay et al. 2004), usually defined as”
Casualties of Social Combat (2014, background): “The empirical research on victimization suggests unequivocally that vulnerable, weak, or stigmatized youth comprise the victims of peer harassment (Graham and Juvonen 1998; Hay, Payne, and Chadwick 2004; Hodges and Perry 1999; Nansel et al. 2001).”
Peer Interactions, Relationships, and Groups (2007, background): “And their conversations reflect numerous interpersonal goals (e.g., negotiating roles and rules in play; arguing and agreeing; Hay et al., 2004).”
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “At the same time, inhibitory control is considered to be a core skill needed for social functioning, such as forming positive relationships with peers (Hay et al., 2004; Hughes & Ensor, 2010).”
The Relationship of Loneliness and Social Anxiety with Children's and Adolescents' Online Communication (2010, neutral): “Nonetheless, peer relationships can be unsatisfactory and potentially damaging for those children and adolescents who are vulnerable and at higher risk for peer victimisation (Hay et al., 2004).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “As children begin preschool, they enter into relationships with teachers and peers that can mutually reinforce social behavior (e.g., Hay et al., 2004).”
Aggressive and nonaggressive rejected students : An analysis of their differences (2006, background): “Numerous investigations have noted that peer acceptance is associated with students’ psychosocial adjustment while peer rejection is an important source of social and emotional adjustment problems in students (Kupersmidt, Coie, & Dodge, 1990; Pettit, Clawson, Dodge, & Bates, 1996) such as anxiety, d”